Neotropical 11(2).Indd

ISSN 1413-4703 NEOTROPICAL PRIMATES A Journal of the Neotropical Section of the IUCN/SSC Primate Specialist Group Volume 11 N u m b e r 2 August 2003 Editors Anthony B. Rylands Ernesto Rodríguez-Luna Assistant Editor John M. Aguiar PSG Chairman Russell A. Mittermeier PSG Deputy Chairman Anthony B. Rylands Neotropical Primates A Journal of the Neotropical Section of the IUCN/SSC Primate Specialist Group Center for Applied Biodiversity Science Conservation International 1919 M St. NW, Suite 600, Washington, DC 20036, USA ISSN 1413-4703 Abbreviation: Neotrop. Primates Editors Anthony B. Rylands, Center for Applied Biodiversity Science, Conservation International, Washington, DC Ernesto Rodríguez-Luna, Universidad Veracruzana, Xalapa, México Assistant Editor John M. Aguiar, Center for Applied Biodiversity Science, Conservation International, Washington, DC Editorial Board Hannah M. Buchanan-Smith, University of Stirling, Stirling, Scotland, UK Adelmar F. Coimbra-Filho, Academia Brasileira de Ciências, Rio de Janeiro, Brazil Liliana Cortés-Ortiz, Universidad Veracruzana, Xalapa, México Carolyn M. Crockett, Regional Primate Research Center, University of Washington, Seattle, WA, USA Stephen F. Ferrari, Universidade Federal do Pará, Belém, Brazil Eckhard W. Heymann, Deutsches Primatenzentrum, Göttingen, Germany William R. Konstant, Conservation International, Washington, DC Russell A. Mittermeier, Conservation International, Washington, DC Marta D. Mudry, Universidad de Buenos Aires, Argentina Horácio Schneider, Universidade Federal do Pará, Belém, Brazil Karen B. Strier, University of Wisconsin, Madison, Wisconsin, USA Maria Emília Yamamoto, Universidade Federal do Rio Grande do Norte, Natal, Brazil Primate Specialist Group Chairman Russell A. Mittermeier Deputy Chair Anthony B. Rylands Co-Vice Chairs for the Neotropical Region Anthony B. Rylands & Ernesto Rodríguez-Luna Vice Chair for Asia Ardith A. Eudey Vice Chair for Africa Thomas M. Butynski Vice Chair for Madagascar Jörg U. Ganzhorn Design and Layout: Glenda P. Fábregas and Kim Meek, Center for Applied Biodiversity Science, Conservation International, Washington, DC Editorial Assistance: Liliana Cortés-Ortiz, Universidad Veracruzana, Xalapa, México Mariella Superina, University of New Orleans, Department of Biological Sciences, New Orleans, LA IUCN/SSC Primate Specialist Group logo courtesy of Stephen D. Nash, 2002. Front Cover: Photo of a teaching display featuring pygmy marmosets, Cebuella pygmaea, used for environmental education in northeastern Ecuador. Courtesy of Stella de la Torre and Pablo Yépez. This issue of Neotropical Primates was kindly sponsored by the Margot Marsh Biodiversity Foundation, 432 Walker Road, Great Falls, Virginia 22066, USA, the Houston Zoological Gardens Conservation Program, General Manager Rick Barongi, 1513 North MacGregor, Houston, Texas 77030, USA, and the Los Angeles Zoo, Director John R. Lewis, 5333 Zoo Drive, Los Angeles, California 90027, USA. Neotropical Primates 11(2), August 2003 73 Planning Stage SHORT ARTICLES Our study of five different populations of pygmy marmosets in northeastern Ecuador, along with information from ENVIRONMENTAL EDUCATION: A TEACHING TOOL other studies elsewhere, allowed us to summarize several FOR THE CONSERVATION OF PYGMY MARMOSETS aspects of the ecology and behavior of this primate species, (CEBUELLA PYGMAEA) IN THE ECUADORIAN AMAZON such as its habitat preference, feeding behavior, group com- position and parental care. We then recreated this informa- Stella de la Torre tion in a wooden poster of 120 x 90 cm, in which we drew Pablo Yépez a riparian forest, a feeding tree with real holes in the trunk, and the profiles of six animals of different ages and sex Introduction (one reproductive pair, one subadult, one juvenile and two dependent infants), representing a typical group of this spe- The pygmy marmoset (Cebuella pygmaea) is the small- cies. The profiles of these animals were the basis of a puzzle est monkey in the world. It inhabits the upper Amazon of six wooden figures of the six different animals to be at- basin of Ecuador, Colombia, Peru, Bolivia and Brazil tached to the corresponding profiles by the children during (Soini, 1988). In Ecuador, we have records of the species the game (Fig. 1). The wooden poster can be folded up and from about 220 m to 500 m above sea level, in habitats is easily carried. Large sheets of paper, thin cardboard, color along rivers and lakes in the eastern lowlands (de la Torre, pencils, scissors, glue and stickers allowed children to recre- 2000). The habitat specialization of pygmy marmosets ate, in their own drawings, the life of pygmy marmosets makes them particularly vulnerable to anthropogenic im- based on the poster games. pacts, since human settlements and activities are centered on riparian habitats (Meggers, 1989). Thus, despite the Process Stage relatively wide distribution of pygmy marmosets in eastern Ecuador, we have increasing evidence that this species We carried out this program in two indigenous commu- could be severely disturbed by human activities, altering nities of Ecuadorian Amazonia. The first was the Secoya its social behavior and possibly reducing its population community of Bellavista on the southern bank of the Río size (de la Torre et al., 2000). Aguarico (00°16’42’’S, 76°25’30’’W). The school of this community had 15 children. The second was the Quichua Pygmy marmosets are not included in any of the IUCN categories in the Red Data Book of Ecuadorian mam- mals; they are listed only in the CITES Appendix II (Tirira, 2001). However, based on the evidence we have gathered during almost seven years of research, we suggest that the status of this species needs to be revised. Indeed, the populations we have studied in northeastern Ecuador have been severely affected by live capture, noise pollution and habitat destruction (de la Torre et al., 2000; Yépez et al., 2003). These factors are related to the development of the petroleum industry, the continuous increase of human populations due to high reproductive and migra- tion rates, and the cultural loss which native communities are experiencing due to their rapid insertion into West- ern cultures (Ministerio del Ambiente et al., 2001). All these factors have altered the equilibrium of natural ecosys- tems and are negatively affecting the populations of pygmy marmosets. Live capture of pygmy marmosets, in particular, is a common practice of children and adults of many indigenous communities. They are also eaten in some areas, or killed for target practice in others. We believe that these problems could be mitigated with a program of environmental education. We began such a program this year, directed to the children of the communities that live close to some of the pygmy marmoset populations we studied. Yépez Pablo Credit: Figure 1. Wooden poster of pygmy marmosets used for teaching The program was based on a didactic game through which games in the schools of the Secoya community of Bellavista (on the children learned about the ecology, behavior and conserva- southern bank of the Río Aguarico), and the Quichua community tion of these small primates. of Añango (on the southern bank of the Río Napo), Ecuador. 74 Neotropical Primates 11(2), August 2003 Neotropical Primates 11(2), August 2003 75 community of Añango on the southern bank of the Río mosets in particular, and about the need to maintain and Napo (00°29’29’’S, 76°24’59’’W), with 20 children in its manage wisely the natural resources of the tropical rainfor- school. The ages of the children ranged from 4 to 14 years est. We asked the children to commit to conserve primates old. Our audiences also included 2-5 young adults (ages and their environments. To reinforce this commitment 18-20) and 1-2 older adults (more than 30 years old). We we used happy-face stickers (to make them remember the selected these communities for our pilot work because we benefits of conserving the monkeys and the environment) are studying pygmy marmoset groups living close to these and sad-face stickers (to remember the negative impacts of settlements, and we have evidence that they are continu- disturbing monkeys and the environment) that we stuck on ously affected by live capture and target practice. opposite sides of each child’s face. In our presentation we first explained to the children the Product Stage purpose of our study of pygmy marmosets. We showed children some of the equipment we use, such as binoculars and We carried out this environmental education program tape recorders, and showed them how they work. We then between June and August 2003, and thus the long-term began a dialogue to determine what children knew about results are still being analyzed. We have anecdotal evidence pygmy marmosets. We had them answer questions about of the positive effects of the program on the attitude of where pygmy marmosets live, what they eat, how many children of all ages in relation to our work and to pygmy infants are born, how females care for the infants, and how marmosets. After our presentations, children began to ac- humans could affect them. company us on our daily observations, helping us to carry the equipment and to follow and observe the marmosets. After this introduction we began the games with the They also frequently told us that they will not disturb mon- poster. We first asked the children to solve the marmoset keys again and that they wanted us to continue to give our puzzle, pasting each independently moving animal to the presentations in their schools. corresponding profile in the poster (the two dependent infants were not included in this first game). Different We believe that the interactive games we designed with the children pasted each of the four marmoset figures while wooden poster are key to maintaining the attention of chil- we talked about the riparian habitat in which they live. dren. The interest the children of all ages showed in the poster We then told them about the gum-feeding behavior of and their willingness to learn more about pygmy marmosets pygmy marmosets, and let all the children experience how was remarkable.

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